Teaching Methodologies in Communication Design

Design is a process and also the result of that process. A design process includes cognitive as well as hands-on activities. In this chapter, we focus on design areas related to the communication of data, information, and instruction. These design areas use words, images, and form as resources. They deal with the design of messages. The information and message design model includes analysis and synopsis, production of draft, production of script, and production of an original and a master. The design process is influenced by both theoretical design principles and applied design guidelines. There are many design areas, such as graphic design, instruction design (instructional design, instructional message design, and interaction design), information design (communication design, document design, and spatial design), persuasion design (advertising, propaganda, and emotional design), visualisation (data visualisation, information visualisation, and educational visualisation), and design thinking. In recent years, we have witnessed many paradigm and culture shifts: most notably, an ongoing change of focus from teaching to learning, and from designing to participatory (co-)designing.

For the past two decades, there has been persistent debate around whether there is a difference between the fields of instructional design (ID) and learning design (LD). While differences in the two approaches are certainly apparent, there are cross-over points that can provide ID and LD researchers and practitioners with opportunities for dialogue about the purposes and remit of research-based practices for optimal design. Though potentially disruptive, initiating dialogues among learning and instructional designers could lead to more thorough and critical analyses of both ID and LD repertoires. Should boundary crossings occur, there is a potential for a third space for the contemplation, research, and practice of design. A goal of this article is to use the notion of Van Gogh’s Yellow House as an anchoring metaphor for the third space – a location for shared discourse, inspiration, collaboration, and challenge for a community of designers of/for learning. Using the impressionist and expressionist terminology to help elucidate the ways of thinking of designers of both traditions, this article examines the history, underlying philosophical approaches, methodologies, and design goals of ID and LD. We conclude that the emergence of a third space for design can help us move beyond the LD and ID dichotomies. We suggest that a socio-materialist perspective alleviates issues of incommensurability by acknowledging ontological multiplicity.

A growing body of research is focusing on integrating artificial intelligence (AI) and computational thinking (CT) to enhance student learning outcomes. Many researchers have designed instructional activities to achieve various learning goals within this field. Despite the prevalence of studies focusing on instructional design and student learning outcomes, how instructional efforts result in the integration of AI and CT in students’ learning processes remains unclear. To address this research gap, we conducted a systematic literature review of empirical studies that have integrated AI and CT for student development. We collected 18 papers from four prominent research databases in the fields of education and AI technology: Web of Science, Scopus, IEEE, and ACM. We coded the collected studies, highlighting the students’ learning processes in terms of research methodology and context, learning tools and instructional design, student learning outcomes, and the interaction between AI and CT. The integration of AI and CT occurs in two ways: the integration of disciplinary knowledge and leveraging AI tools to learn CT. Specifically, we discovered that AI- and CT-related tools, projects, and problems facilitated student-centered instructional designs, resulting in productive AI and CT learning outcomes.

Games have impacted education, research, and industry in multiple ways, altering notions of interaction. Traditionally, instructional design and educational research have dominated academic studies of pedagogy, teaching, and training. There are many parallels between the fields of game design and education, as both draw inspiration from the study of engagement, interaction, and motivation. State-of-the-art research and trends show great potential to cross-pollinate and uplift each area. This chapter synthesizes instructional and game design concepts based on current research, comparing and contrasting key elements. Towards the goal of providing a road map for readers, the chapter demonstrates three active case studies that illustrate how both fields greatly influence each other, leading to positive outcomes. These cases demonstrate that many concepts in both fields have direct parallels. The chapter concludes with a discussion of potential future directions and trends.

In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills. However, courses in project management are often absent from the higher education instructional design curriculum, creating a gap between what is learned in instructional design programmes and real‐world practice. In this paper, the author draws on the education and project management fields to examine this gap. The author argues that the gap between instructional design project management models and how instructional design practitioners view project management is a consequence of the divergent perspectives of higher education subcultures and the extent to which those subcultures are likely to embrace cross‐disciplinary subjects such as project management. The author proposes some research and advocacy opportunities for closing the gap between instructional design education and practice.

Philosophical stances and design frameworks, such as value‐sensitive design, manifest in design praxis through enacting specific design approaches and employing a variety of methods by the designers. Although it could overlap with other frameworks and approaches in the Instructional Design and Technology (IDT) field, value‐sensitive design remains a largely unexplored topic in the praxis of instructional design for several reasons. As it focuses on different stakeholders and their values, and by recognizing the contested issue of universal values, we report in this paper on our empirical work that sought to describe the values that instructional designers hold/express in relation to their instructional design work for online courses. In this study, instructional designers communicated their values while discussing their design philosophies and how they manifested in designing human‐computer interactions to promote online authentic learning. Through the theoretical lens of value‐sensitive design, we provide a detailed account of instructional designers' values as well as describe and showcase how their values manifested in specific design artefacts. Through this investigation of instructional designers' values, we contribute to the ongoing discussion on value‐sensitive design and generate implications for instructional design research and education. These implications contribute to the evolution of the instructional design field. Practitioner notesWhat is already known about this topic Philosophical stances and design frameworks, such as value‐sensitive design (VSD), manifest in design praxis through designers enacting specific design approaches and employing a variety of methods. VSD overlaps with other frameworks and approaches in the Instructional Design and Technology (IDT) field and manifests through different terms/frameworks. VSD is a largely unexplored topic in the praxis of instructional design. Designers' philosophies, values and design judgements play a significant role in design practice, and they are the driving force behind the enactment of frameworks and philosophical stances such as VSD. The IDT field has not sufficiently addressed the role of the designer in carrying out design work. What this paper adds Detailed accounts of instructional designers' values of care toward learners while designing human‐computer interactions to support authentic learning in online learning environments. Specific showcase of examples of how instructional designers' values manifest in their specific designed artefacts that qualify to be value‐sensitive designs. A contribution to the ongoing discussion on VSD in relation to designers' level of design expertise and their overall capacity to evoke strong design judgements. A contribution to the evolution of IDT by focusing on instructional designers themselves. Implications for practice and/or policy IDT scholars need to focus more on designers' professional characters and ethical orientations—as the true guarantors of design—and less on prescriptive design models. Design educators need to focus their design curricula on developing designers' professional characters so that designers can be aware of their values, examine them, cultivate more values and, most importantly, develop the capacity to evoke strong and successful design judgements. To be able to subscribe, enact and even criticize and expand designerly frameworks such as VSD, instructional design students need to develop a design mindset early in their professional journey. Designers need to have the capacity to examine their own values, nurture them and, most importantly, cultivate new values to help them become the true guarantors of design.

The curriculum implementation in ASEAN countries is interesting to examine, especially in order to achieve the direction of the digital transformation roadmap of the education system. Research on instructional design can be used as one of the parameters to understand how the general description of implementation achieves curriculum goals. This study aims to examine instructional design research in ASEAN countries during the period 2018-2024 on the implementation of the national curriculum towards the digital transformation of the education system through (1) investigating the general description of instructional design research, (2) examining research characteristics from aspects of research objectives, (3) explaining the implications of findings both theoretically and practically. The documentation study was conducted through bibliometric analysis of articles with keywords against article titles containing the phrase "instructional design" in ASEAN countries from the Scopus database, which produced as many as 37 selected articles during the 2018-2024 period. The results show that the general description and direction of instructional design research objectives in ASEAN countries have been presented comprehensively. Besides that, the theoretical and practical implications of instructional design research on the road map for digital transformation of education systems in ASEAN have been considered. AbstrakImplementasi kurikulum di negara ASEAN menarik diteliti khususnya dalam upaya mencapai arah peta jalan transformasi digital sistem pendidikan. Riset tentang instructional design bisa dijadikan salah satu parameter untuk memahami bagaimana gambaran umum implementasi untuk mencapai tujuan kurikulum. Penelitian ini bertujuan untuk mengkaji riset instructional design di negara ASEAN selama periode 2018-2024 pada implementasi kurikulum nasional dalam menuju transformasi digital sistem pendidikan, melalui: (1) investigasi gambaran umum penelitian instructional design, (2) mengkaji karakteristik penelitian dari aspek tujuan penelitian, (3) menjelaskan implikasi temuan baik secara teoritis maupun praktis. Studi dokumentasi dilakukan melalui analisis bibliometrik terhadap artikel dengan kata kunci terhadap judul artikel yang mengandung frasa “instructional design” di negara ASEAN, dari database scopus yang menghasilkan sebanyak 37 artikel terpilih selama periode tahun 2018-2024. Hasil menunjukan bahwa gambaran umum dan arah tujuan penelitian instructional design di negara ASEAN telah tersaji secara komprehensif, selain itu implikasi teoritis dan praktis dari riset instructional design terhadap peta jalan transformasi digital sistem pendidikan di ASEAN sudah dianggap sejalan.Kata Kunci: bibliometrik; desain pembelajaran; kurikulum; pendidikan; transformasi digital

The rapid development of information technology promotes the advent of ubiquitous age, and people's focus is gradually transferred to the ubiquitous learning from the mobile learning. As the study of instructional design in ubiquitous learning in the present is few, this article first briefly describes the concept and characteristics of ubiquitous learning, and then described theoretical foundation of ubiquitous learning, finally it proposes the model of instructional design in ubiquitous learning based on the traditional instructional design model in order to provide some references to future researches of instructional system design in ubiquitous learning.

A systematic review on how educators teach AI in K-12 education

The use of instructional design theory and approaches has been dramatically increased in the field of education. This profession has made tremendous improvement in solving real world authentic problems. Different types of instructional approaches are very effective in designing curriculum depending upon the skills, knowledge, and task requirements of courses. However, there is less literature available in the area of use of instructional design and performance improvement in strategic HRM. Instructional design is a very innovative field and it can do wonders in the areas of complex problem solving, knowledge construction, and performing real authentic tasks in the business scenarios, if the principles, approaches and theories of instructional design with performance improvement models are adopted in a right context and with alignment of organization task requirements. This paper is an attempt to strengthen the role of human resource as a strategic business partner through insinuating and integrating the fields of human performance improvement and instructional design in a business context. We call the 21st century the era of strategic human resources. There are so many convoluted HR roles and verbiages in the field of training and development, learning at the workplace, talent management, and compensation. There are abundance of books written on the role of human

We are currently experiencing the rapid growth of technology-based distance learning courses and programs in higher education, K-12 education, training, and other non-traditional learning contexts. With the proliferation of e-Learning courses and programs, it is important that instructional designers, instructional technologists, and others think critically about the nature of their research and practice. A number of questions and issues need to be addressed. For example, many individuals use the terms virtual space, virtual learning, and virtual learning communities when discussing e-Learning design and development. Do we all attach the same meaning to these terms? Probably not. As we design Web-based courses, should we try and use the structure of the traditional classroom as the metaphor for the “online” classroom? This is certainly an open question, given the criticisms that many students and trainees voice concerning traditional classroom instruction and training. Are the relevant instructional design, development, and policy issues the same for higher education, K-12 education, and training in the private sector? What are the implications and effects of using templates and various server software including WebCT, Blackboard, and other programs when designing and developing e-Learning programs? Finally, what can be learned from those individuals who have made pioneering efforts to design and develop online courses? The contributors to this issue of the Quarterly Review of Distance Education directly address many of these questions.Richard Schwier discusses the concept of learning communities in general and virtual learning communities in particular. Schwier describes three aspects of virtual learning communities including the elements, purposes, and the catalysts of virtual learning communities. The catalysts discussed include alignment, engagement, and interaction. In addition, a number of research issues concerning virtual learning communities are presented.The implications of the rapid growth of e-Learning in training, academic education, and non-traditional learning environments for instructional designers are discussed by Wellesley (“Rob”) Foshay, who argues that each context will place different demands on instructional designers. In particular, Foshay discusses the issues and events that are affecting academic organizations, training organizations, and non-traditional educational settings, and the implications for instructional design research and practice in each of the three environments.The implications of using various server-based courseware tools for developing Web-based courses are discussed by Douglas Harvey and Jung Lee. Certainly, courseware tools can help instructional designers and developers be more efficient when developing online courses. But at what cost? Harvey and Lee provide a critical discussion of how effective template-based approaches are for the development of online learning courses. In particular, some of the specific issues discussed include the pedagogical impact of courseware tools, the visual interface, navigation layout, and interaction implications for online courses. Finally, the instructional design implications when using online development tools and server software are discussed.In the final two articles in this issue, the authors identify some lessons learned from the development and delivery of online courses. Barbara Bichelmeyer, Melanie Misanchuk, and Larissa Malopinsky discuss the adaptation of an existing residential course to a Web-based course. Lessons learned from three different literature bases and results of the adaptation, design, and development processes are also analyzed. Tiffany Koszalka and Mary Beth Bianco focus on the importance of instructors in online learning courses. Specific issues and lessons learned by instructors who have “taught” online courses are described and specific areas and questions for research in online learning environments are presented.Critical issues, both for research and development, that instructional designers and instructional technologists will need to think about as they transition their work to e-Learning environments are identified and discussed in this issue of the Quarterly Review of Distance Education. Much potential as well as problems exist for the design of instruction in an e-Learning environment. Critically important is that individuals in the field of instructional design and technology be actively involved in theory development, research, and the design and development of online learning courses and programs.

This scoping literature review aims to explore how language teachers incorporate technology into their teaching and learning experiences. It does this by reviewing studies related to language teachers’ technology use and applications of technology in technology-enhanced language education that were published between 2012 and 2022. By using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) guidelines to analyze 51 empirical studies, this review categorizes and identifies 4 clusters of topics that these studies focused on: teachers’ perceptions, technological application practice and experience, technological pedagogical content knowledge (TPACK), and teachers’ designing/developing scale for the promotion of language learning in pedagogical design in technology-enhanced language education research. The review concludes that researchers have mainly investigated language teachers’ perceptions and experience of technology-enhanced language education, not their pedagogical design processes. The results suggest that more studies are needed to explore the role of language teachers as pedagogical designers in technology-enhanced language education in order to integrate technology into language education and facilitate sustainable language teaching and learning.

This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in instructional design work. Based on intensive interviews of practitioners in the field, this study produced eight themes organized according to two metathemes: (a) the nature of informal learning in instructional design practice and (b) instructional design as informal learning. Specific themes concerned what instructional designers learn through informal practical experience, how they learn it, and the meaning of this kind of learning for various aspects of their work. Overall, these results suggest that informal learning is a vital part of instructional design practice and that design itself can be thought of as a specialized type of informal learning. Other conclusions regarding informal learning in design are discussed and future directions for research are offered.

With the rapid expansion of global Chinese language education, traditional instructional approaches have become insufficient to address the needs of diverse and cross-cultural learners. Systematic and learner-centered instructional design has therefore become an increasingly important topic in international Chinese language education. This study develops and validates an integrated model that incorporates the ADDIE instructional design framework, self-efficacy, and creative climate, aiming to examine how systematic instructional design influences international Chinese learners’ learning outcomes and learning satisfaction, as well as the psychological mediating mechanism and contextual moderating effect underlying this process. Based on 466 valid questionnaire responses, structural equation modeling was employed for analysis. The results indicate that: (1) the implementation of the ADDIE model significantly enhances learning outcomes and learning satisfaction, demonstrating the effectiveness of systematic instructional design in international Chinese teaching; (2) self-efficacy plays a significant mediating role between ADDIE and learning outcomes, suggesting that systematic instructional design can improve learning performance by strengthening learners’ confidence and sense of capability; and (3) creative climate positively moderates the relationship between self-efficacy and learning outcomes, indicating that an open, supportive, and exploratory learning environment amplifies the positive influence of self-efficacy. Theoretically, this study extends the applicability of the ADDIE model to the field of language education and reveals the interaction among instructional design, learning psychology, and learning context. Practically, the findings provide strategic implications for curriculum development, learner support, and classroom innovation in international Chinese language teaching. Finally, directions for future research are proposed to further deepen the understanding of systematic instructional design in cross-cultural learning settings.

The purpose of this chapter is to provide a conceptual and practical perspective on instructional design problems that librarians face, from the perspective of design research. Librarians see increasing need to provide instruction to their users in new ways and on new topics as the world becomes digital and global in nature. The expanding instructional role of librarians requires instructional design skills. However, many librarians have little formal training on instructional design, leading to concerns and confusion about instructional design skills, problems and processes. This chapter discusses design, instructional design issues, concerns and problems (typical and specific to librarians), and explores a conceptual framework to support flexible instructional design based upon the concept of design as a discipline. Examples, recommendations and supporting resources are included.